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Topic 6: Numbers to 100 K 20142015 Topic 6: Numbers to 100 Weeks: 13 Domain: Counting and Cardinality Cluster: Count to tell the number of objects K.CC.1- Count to 100 by 1’s and by 10’s Knowledge Targets Count (verbal sequence only) to 100 by ones starting at 1. Count (verbal sequence only) to 100 by 10’s starting at 10. Reasoning Target Performance Target “I Can” Statements Standard Interpretations The emphasis of this standard is on the counting sequence. I can count to 10. I can count to 20. I can count to 100 by 10’s. I can count to 100. When counting by ones, students need to understand that the next number in the sequence is one more. When counting by tens, the next number in the sequence is “ten more” (or one more group of ten). Instruction on the counting sequence should be scaffolded (e.g., 1-10, then 1-20, etc.). Counting should be reinforced throughout the day, not in isolation. Examples: Count the number of chairs of the students who are absent. Count the number of stairs, shoes, etc. Counting groups of ten such as “fingers in the classroom” (ten fingers per student). When counting orally, students should recognize the patterns that exist from 1 to 100. They should also recognize the patterns that exist when counting by 10s. Topic 6: Numbers to 100 K 20142015 Make sense of problems and preserver in solving them. Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Topic 6: Numbers to 100 K 20142015 Cluster: Count to tell the number of objects K.CC.5- Count to answer “how many?” questions about as many as 20 things arranges in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Knowledge Targets Count up to 20 objects that have been arranged in a line, rectangular array, or circle. Count as many as 10 items in a scattered configuration. “I Can” Statements Standard Interpretations Students should develop counting strategies to help them organize the counting process to avoid re-counting or skipping objects. I can count a group of objects. I can count out a set to match a number. Reasoning Target Match each object with one and only one number name and each number with one and only one object. Conclude that the last number of the counted sequence signifies the quantity of the counted collection. Performance Target Examples: If items are placed in a circle, the student may mark or identify the starting object. If items are in a scattered configuration, the student may move the objects into an organized pattern. Some students may choose to use grouping strategies such as placing objects in twos, fives, or tens (note: this is not a kindergarten expectation). Counting up to 20 objects should be reinforced when collecting data to create charts and graphs. Given a number from 1-20, count out that many objects. Make sense of problems and preserver in solving them. Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Topic 6: Numbers to 100 K 20142015 Vocabulary About Hundred Chart Row Column Count by 2s Count by 10s